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Positive Behavioral Interventions & Supports: School-based Prevention

Learn about PBIS, a school-based prevention framework that provides a continuum of support for students, staff, and settings. Discover strategies for promoting positive behavior, improving academic achievement, and creating a safe and inclusive school community.

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Positive Behavioral Interventions & Supports: School-based Prevention

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  1. Positive Behavioral Interventions & Supports: School-based Prevention George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut George.sugai@uconn.edu www.pbis.org www.scalingup.org www.cber.org

  2. www.pbis.org

  3. Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006)

  4. PBIS is about….

  5. PBIS (aka SWPBS) is Framework Continuum Academically All

  6. Prevention Objectives Prevention Actions INCIDENCE PREVALENCE Biglan, 1995; Mayer, 1995; Walker et al., 1996

  7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

  8. Continuum of Support for ALL: “Molcom” Anger man. Prob Sol. Technology Ind. play Adult rel. Attend. Self-assess Homework Coop play Peer interac Label behavior…not people Dec 7, 2007

  9. Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Supporting Important Culturally Equitable Academic & Social Behavior Competence OUTCOMES Supporting Culturally Valid Decision Making Supporting Culturally Knowledgeable Staff Behavior DATA SYSTEMS PRACTICES Supporting Culturally Relevant Evidence-based Interventions

  10. ESTABLISHING CONTINUUM of SWPBS Example • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement

  11. MTSS PBIS

  12. Maximum Student Benefits Fixsen & Blase, 2009

  13. SWPBS Implementation Blueprint www.pbis.org

  14. 05% 20% 11% 22% 84% 58%

  15. 04% 14% 08% 17% 88% 69%

  16. 2% 7% 91% 5% 12% 83% 7% 15% 78% 4% 10% 86%

  17. 33% 41% 25% 44% 38% 17% 40% 39% 21% 42% 39% 19% 75% 81% 83% 79% % of Students 9% 17% 22% 14%

  18. PBIS Basic “Logic” Cultural/Context Considerations DATA SYSTEMS Start w/ effective, efficient, & relevant, doable Maximum Student Outcomes PRACTICES Implementation Fidelity Training + Coaching + Evaluation Improve “Fit” Prepare & support implementation

  19. RCT & Group Design PBIS Studies Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), 1136-1145. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 166(2), 149-156. • Reduced major disciplinary infractions • Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation • Improvements in academic achievement • Enhanced perception of organizational health & safety • Reductions in teacher reported bullying behavior & peer rejection • Improved school climate

  20. Common Language & Behaviors Effective Organizations Common Vision/Values Common Experience Quality Leadership

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